ERIC Number: EJ1071935
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 27
Acknowledging, Noticing, and Reimagining Disciplinary Instruction: The Promise of New Literacies for Guiding Research and Practice in Teacher Education
Draper, Roni Jo; Wimmer, Jennifer J.
Action in Teacher Education, v37 n3 p251-264 2015
In this theoretical article the authors review the theories and issues surrounding new literacies to determine their possible consequences for the preparation of teachers. The authors examined these theories alongside artefacts from the disciplines, content-area classrooms, and teacher education curricula. This interpretive work allowed the authors to (1) acknowledge the presence of new literacies in disciplinary practices, (2) notice that content-area classrooms are new literacies spaces, and (3) reimagine the curricula used to prepare teachers for work in content-area classrooms. Implications for classroom instruction and teacher education are discussed.
Descriptors: Teacher Education, Educational Theories, Literacy Education, Elementary Secondary Education, Technology Uses in Education, Educational Technology, Content Area Reading, Postsecondary Education, Teaching Methods, Educational Research
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Secondary Education; Postsecondary Education
Authoring Institution: N/A